The population percentage, population growth, buying power, and geographic concentration of Hispanic-Americans in the United States is causing marketers and retailers to carefully examine this market segment. Through a better understanding of Hispanic-American consumers, marketers and retailers will be more capable of meeting their wants and needs. Tailoring marketing promotions and strategies can help a company more effectively reach the Hispanic-American market. This study compared Hispanic-Americans and Anglo-Americans in their general shopping characteristics, responses to excitement in the mall, consumption patterns, and repatronage intention. A total of seven hypotheses were developed, all of which were either supported or partially supported.

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This thesis is a study of the history of the education of Spanish-speaking people in Texas. The study covers a long period of time, from the middle of the seventeenth century to the present time.

This dissertation analyzes differences found in Spanish-speaking middle school and high school students in algebra-based problem solving. It identifies the accuracy differences between word problems presented in English, Spanish and numerically based problems. The study also explores accuracy differences between each subgroup of Spanish-speaking students in each category. It identifies specific strategies used by successful students when solving algebra problems. The study also sought to identify factors that could serve to predict Spanish-speaking students' ability to accurately solve algebra word problems presented in English and Spanish. A heterogeneous urban sample composed of one hundred and fifty two middle school and high school students were given an assessment composed of pre-approved algebra-based problems and a biographical information sheet. Specific students were then chosen for individual interviews in which researcher sought to gain more in depth information about student's reaction to assessment. The study found that the average accuracy rate for Hispanics non-ELL and non-Hispanic students was significantly higher for numerically based problems than Spanish word problems. Similarly, the average accuracy rate for Hispanics non-ELL and non-Hispanic students was significantly higher in English word problems that in Spanish word problems. Results showed that there was a significant difference in the overall performance of the assessment between Hispanic ELL and Hispanic non-ELL students. On one particular set, set C (Spanish word problems), findings showed that Hispanic ELL students performed better than Hispanic non-ELL students and non-Hispanic students. All other subgroup comparisons did not show a significant difference. The study found that students who were most successful in the assessment: (a) used previous linguistics knowledge and memory of previously seen mathematical problems properly; (b) highlighted the question being asked; (c) used key words to identify mathematical principles and to aid in the translation process; (d) used diagrams, tables and graphs to organize data; (e) showed work and had all processes laid out clearly; and (f) displayed a clear verification process for their answer as strategies for successfully answering the problems. As it was evident through the study, the diversity in the Spanish speaking population and their needs exposes the need for teaching methods, which are inclusive of all populations. Schools must be sensitive to the diversity in which students learn and aim to individualize the teaching for every student. As Hispanics become the largest minority in the United States, understanding the diverse needs of Spanish speaking students in the classroom will be necessary for the development of a better educated society.

While sickle cell disease (SCD) primarily affects those of African heritage, Latinos, the second most commonly affected group, are often not included in studies of youth with SCD. The purpose of this mixed methods study was to complete the linguistic translation validation of the PedsQL SCD Module, a recently validated disease specific quality of life (QOL) instrument, for use in Spanish speaking parents and youth with SCD (Aim 1). Using this instrument, QOL of Latino and African American youth with SCD who participated in an NIH funded study to improve adherence to hydroxyurea therapy (R21 NR013745) were compared (Aim 2) and factors associated with QOL examined (Aim 3). For Aim 1, 10 Latino youth with SCD (n = 5 age, 8-12 years; n = 5 age, 13-18 years) and their parents completed a demographic survey, Spanish version of PedsQL SCD Module and an audio-taped cognitive interview. Across age groups, all reported that the translated PedsQL Sickle Cell Disease Module was easy to understand and had minimal suggestions for further improvement. For Aims 2 and 3, secondary baseline data from 28 youth (mean age 13.6  2.4 years) with sickle cell disease and their parents who participated in the HABIT feasibility trial were analyzed using descriptive statistics, Wilcoxon Signed Rank and Mann-Whitney test, and linear regression modeling. Latino youth reported higher QOL scores than non-Latino youth for all QOL measures except for the Worry II subscale of the disease-specific QOL measure while Latino parents reported higher QOL scores than non-Latino parents for all subscales except for three: the disease-specific Worry I, Worry II, and Communication I subscales. Poorer disease specific QOL was predicted by greater youth-parent discordance regarding sickle cell disease responsibility for parents (β = -3.07, p = 0.04) but not youth. Poorer disease-specific QOL was predicted by greater number of both emergency room visits during the prior year for both youth (β = -2.89, p = 0.005 [self-report]; β = -5.07, p = 0.002 [electronic medical records]) and parents (β = -3.41, p = 0.002 [self-report]; β = -6.93, p = <0.001 [electronic medical records]) and hospitalizations during the prior year (youth β = -5.72, p = <0.001 [self-report]; β = -7.56, p = 0.03 [electronic medical records]; parents β = -6.48, p = <0.001 [self-report]; β = -9.16, p = 0.02 [electronic medical record]). Based on these findings, greater youth-parent discordance regarding sickle cell family responsibility and greater utilization of emergency rooms and/or hospitals were associated with poorer disease-specific QOL.

Latinos are the largest and fastest growing ethnic minority group in the United States. Academically, they are significantly trailing their non-Latino peers in graduation and overall educational attainment. Among many socioeconomic factors, parent engagement has been identified as being a defining indicator of student success. Reflective of racial and class disparities, this study explored with the use of critical race and intersectionality theory, that low Latino parent engagement is a result of the historical devaluing and omission of Latino culture, history and language from formal academic settings, and compounding social factors that make engagement complex for Latino immigrants in America today. In search of programmatic designs that better engage Latino families, this study explored a culturally specific program in San Francisco and its impact on engaging Latino immigrant parents. Using ethnographic methodologies, this study found via direct observation, a parent focus group, nine parent interviews and seven school personnel interviews that culturally specific programs can successful build relationships, create inclusive spaces, counter ideas of deficit thinking, interrupt systems of oppression, and strengthen community engagement. Implications of this study on social work education, practice, and policy will be discussed.

The purpose of this dissertation is to investigate interpersonal and sociocultural factors associated with suicide ideation and attempts among Latinx adolescents. In this dissertation, the term Latinx is used to include gender non-conforming youth. Latina/o or Latinx refer to adolescents of Latin American origin who speak Spanish. Hispanics are those with Spanish language heritage including countries such as Spain that are not in Latin America. Thus, the terms Latino/a and Latinx captured best the ethnic group represented in this dissertation. This dissertation is composed of three papers. Paper one (#1) examines the association between social connectedness, in the family and school domains, self-esteem, and suicidal ideation among Latinx adolescents. This paper provides context for the second and third papers. Paper two (#2) examines whether immigration generational status moderates the relationship between social connectedness, self-esteem, and suicidal ideation among this group of adolescents. Paper three (#3) focuses on only those adolescents who have reported histories of suicidal ideation in the previous year and examines prospectively the degree to which social connectedness and self-esteem are associated with the transition from suicidal ideation to attempt a year later. This dissertation is guided by the Interpersonal Theory of Suicide (IPTS) and the Sociocultural Model of Suicide. The IPTS provides the constructs to understand who is at risk for suicidal ideation and the Sociocultural Model of Suicide provides the cultural lenses through which these constructs are examined. Dr. Thomas Joiner, the developer of IPTS (personal communication, April 18,2019) confirmed that the variables selected in this study captured the IPTS constructs of social connectedness and self-esteem, the latter a dimension of burdensomeness.

From February to September of 2001, a significant body of qualitive data was collected to investigate barriers for Hispanic participation in Oregon's managed care Medicaid program. As a means to investigate this topic, comments were solicited from physicians, hospital administrators, social service agencies, and low-income Hispanics through semi-structured focus groups and individual interviews. This methodology presents the reader with a rich enthnohistoric and cultural context to the local issues surrounding Hispanic under-participation in Oregon's managed care Medicaid program. Finally, through an analytical framework of critical medical anthropology, connections are drawn from local barriers to state and corporate policies. / Graduation date: 2002

This study used a mixed method approach (quantitative and qualitative) to examine the commonalities and differences between Hispanic and non-Hispanic participants of the Even Start Family Literacy Program. Using a life course perspective, this study examined the educational background and life history of Hispanic and non-Hispanic participants, their reasons and goals for program participation, and changes experienced due to Even Start participation. The sample for the qualitative analysis consisted of 32 Hispanic and 25 non-Hispanic female participants. Quantitative latent growth curve analysis was conducted on 96 (75 Hispanic and 21 Non-Hispanic) participants to measure change over time and to estimate the differences in rate of change between Hispanic and non-Hispanic participants. Results of this study indicate that wide commonalities yet vital differences exist between Hispanic and non-Hispanic participants. Poverty was the significant determinant factor in Hispanic as well as non-Hispanic participants' school failure. The experiences and implications of poverty, however, varied for Hispanic and non- Hispanic parents. The reasons and goals for Even Start participation were to achieve self-sufficiency for Hispanic and non-Hispanic parents. Achieving self-sufficiency involved acculturation to the American society for Hispanic participants. For non- Hispanic parents achieving self-sufficiency involved attaining GED and getting off of welfare. No effect of ethnicity was identified on the five outcome measures quantitatively examined in this study, which include knowledge of child development, parenting confidence and support, depression, self-esteem, and life skills. Initial differences existed between Hispanic and non-Hispanic participants in knowledge of child development and life skills, with non-Hispanic participants reporting higher knowledge of child development and greater life skills. Non-Hispanic participants, however, did not make greater gains than their Hispanic participants after being in the program. Qualitative results indicate that skills gained by Hispanic participants helped them acculturate in the American society, whereas for non-Hispanic participants the program helped achieve a sense of purpose and direction in life and create a better life for themselves and their family. / Graduation date: 2003

Thesis (D.Min.)--Dallas Theological Seminary, 2008. / Includes abstract. Description based on print version record. Includes bibliographical references (leaves 134-139).